draw alone without copy, two things are needed, viz: to guide the har A B C D O P Q R PAPA 1234 VV direct the intellect. Froebel gives t net of squares as a guide for th hand, whilst the intellect is directe by his law of contrasts and their cor nections--the law of harmony, whic exists throughout nature. Vertica and horizontal lines form opposites-the slanting line their intermediate After the straight lines follow the curved lines; free drawing or inventions are combined with the course. After body, surface and line the next step from the concrete towards the abstract, forms the point. In pea-work lines and points are connectedsticks and peas-or wire and pieces of cork. These are the chief means to teach the child to form plastically. Besides forms from life and nature also geometrical and symmetrical forms eye and hand. The fact, that the forms are skeleton forms, is essential in order to recognize the mathematical forms clearly. It serves also for needle and a pad to prick on. As in drawing, so here eye and hand are exercised, and thus this is also an exercise preparatory for reading and writ ing. Before we have given the outlines of forms in lines; in this occupation the outlines are made in points. This occupation develops the sense for the beautiful and educates the artistic taste. The sewing-occupation stands in the same relation to pricking, as cuttingout to paper-folding. In this occupation perforated points are connected by colored threads to geometrical or symmetrical forms when worked on a net of squares; also leaves, flowers, animals, etc., in outline form are used, when close attention must be paid to copy the colors of nature. Number, form, color, etc., are developed. Often this occupation is mechanically carried out by giving the child ready-pricked cards, and thus it is degraded to a mere sewing-school. The inventive power of the child shall be furthered together with teaching him the necessity of careful preparation for any kind of work as the chief thing to make the following work either a success or a failure. If the child has pricked, that is, prepared himself carefully the card he will use for sewing-out, he will be rewarded by the regular beauty of of work; if, how made his prepa a careless man symmetry and lost. Now this l not be taught i to the child prep fectly-pricked c Modelling in most effective o in the Kinderga tem, it is like which bears the new growth. I have it not to do knowledge of th their abstractio the child makes th himself. The sen beautiful will be ed in a higher and the moral b be drawn out in f ity. Modelling depend on under the laws and the things and to mirror forth abstract ideas,-for they must be found ties! This "self-forming" has a wonderful influence on moral beings, and fills up the difference which exists between knowing and doing. Through modelling we also implant a love and understanding of nature. Like in all other gifts and occupations a certain course is followed dividing it as usual into three parts: forms of life or what surrounds us, forms of geometrical bodies, and forms of symmetry or beauty. I strictly follow this course of mine based on Froebel's doctrine of opposites, where for each of the three abovementioned divisions the sphere, cul cylinder, conjointly form the basis, and which course has been acknowledged in Europe among the first Kindergärtners, and has been introduced The Kindergarten gymnastics or games develop all parts of the body as well as the senses. These games are representations from nature-its life, and human occupations; they are more or less dramatic and are accompanied by song relating the story of action. There are different kinds of games, viz: for marching, walking, hopping, running; there are circle games; games for intuition, instruction; also arm, hand, and finger games. These games must be well understood by the teacher; they should vary according to seasons, weather, number, age, and mood of children, etc., etc. Music trains the ear, wakes the sense for rythm and time. Music and games include the learning of songs and verses. Also the relating of stories is in the Kindergarten of great importance. Stories are the means to form the mind, to see objects and app in nature; they develop language. The care for animals and plants are also a means of education Kindergarten, so important that Froebel would have a real gard nected with each Kindergarten, that the child's love for nature bodies. Tablets are the next steps from the concrete to the abs |